Higher Education
Master of Education
(M.Ed.)
Online Program
Handbook
College of Education
Graduate Education and
Research
Texas Tech University
Box 41071
Lubbock, TX 79409-1071
(806) 834-5722
Fax (806) 742-2197
http://www.educ.ttu.edu
Effective Spring 2016, Updated 7/29/2015
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Master of Education - Higher Education
Program Overview
The Higher Education Program is committed to excellence in preparing and supporting
instructional and administrative leaders for higher education, generating and supporting
research, and delivering public service to the field of higher education.
The Online Master of Education program in Higher Education offers opportunities for
individuals who seek careers in entry level to middle management, teaching, and leadership
positions at community colleges and universities. The program is designed in an online
cohort model and consists of 36 graduate hours. The online program does not offer a thesis
option but provides for a comprehensive review of the student’s knowledge and practical
application in a capstone experience in the final semester of the program.
Although providing an overview of the policies, procedures, and requirements of the Higher
Education Program, this Handbook cannot be viewed as having all of the answers. Students
must seek answers to questions from other sources including, although not limited to, the
Higher Education Program faculty, the College of Education (COE) Office of Graduate Studies
and Research (COE Room 105), and the Texas Tech University Graduate School
(administration 3rd floor). While faculty advisors are knowledgeable about the policies,
procedures, and requirements, the primary responsibility for reading and following correct
policies and procedures remains with the student, not the faculty.
Specific descriptions of courses are in the Texas Tech University Catalog. Information
about Texas Tech University can be found on-line at www.ttu.edu. Information about the
College of Education and the Higher Education Program can be found at
http://www.educ.ttu.edu/.
Graduate Faculty
Dr. Lee Duemer
Professor
lee.duemer@ttu.edu
Dr. Fred Hartmeister
Professor
fred.hartmeister@ttu.edu
Dr. Dimitra Jackson Smith
Assistant Professor
dimitra.jackson@ttu.edu
Mr. David Jones
Assistant Professor of
Practice
djones.jones@ttu.edu
Dr. Stephanie J. Jones
Associate Professor
Program Coordinator
(M.Ed and Ed.D.)
stephanie.j.jones@ttu.edu
Dr. Andrew Koricich
Assistant Professor
andrew.koricich@ttu.edu
Dr. Justin Louder
Assistant Professor of Practice
justin.louder@ttu.edu
Dr. Dave Louis
Assistant Professor
dave.louis@ttu.edu
Dr. Valerie Paton
Professor
Program Coordinator (Ph.D.)
valerie.paton@ttu.edu
Distinctive Skills and Trademark Outcomes
Texas Tech graduate students possess distinctive skills and can produce distinctive products,
qualities which establish these students as leaders in their fields.
Understanding the importance of equity and social justice, Graduates of the TTU Higher Education
Master’s Program will be collaborative, team-oriented, practitioner-based professionals who have
the ability to access, evaluate, and develop solutions to higher education problem (s) of practice.
In order to accomplish this outcome, the following distinctive skills and products for Texas Tech’s
College of Education Master’s level graduate program in Higher Education are incorporated in this
program:
Distinctive Skill
1. Students will become Higher Education administrators who clearly understand the
multiple purposes of higher education and effectively assess the lived experiences
of the multiple audiences in higher education environments.
2. Students will become Higher Education administrators who utilize effective
communication and collaborative skills in team environments.
Distinctive Product
Graduates of the TTU Higher Education Program will be able to develop and evaluate the impact
of a solution to higher education problem(s) of practice. These solutions will be characterized by
the use of team-based collaboration and its enrichment by diverse views and people.
The development and achievement of these distinctive skills will be assessed throughout the
program using Master’s Higher Education Administrator Evaluation Rubric (see Appendix A).
Program of Studies
The online-delivered Master’s in Higher Education curriculum has been developed to assist
students to develop the requisite knowledge, skills, and competencies needed by higher education
administrators of tomorrow. Coursework is prescribed and all students will take all courses in the
outlined sequenced (see Appendix B).
Required Courses:
EDHE 5001: Legal Aspects and Crisis Management in Higher Education
EDHE 5300: History of Higher Education
EDHE 5303: Access and Equity in Higher Education
EDHE 5341: Assessment in Higher Education
EDHE 5313: The Comprehensive Community College
EDHE 5332: Student Services in Higher Education
EDHE 5334: College Student Development
EDHE 5321: Administration in Higher Education
EDHE 5323: Funding in Higher Education
EDHE 5393: Internship in Higher Education
EDHE 6310: Higher Education Research Design
EDHE 5001: Master’s Capstone (Group or Individual Problem Based Project)
Total 36 Credit Hours
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Advisement Procedures
Degree Plan
The program is offered in a prescribed cohort model and each student’s degree plan will be
developed and submitted by the assigned advisor to the Texas Tech Graduate School during the
first semester of attendance as prescribed by the Online Master’s Program curriculum.
Transfer credit
The program does not accept transfer hours. All students admitted to the
program will be required to complete all 36 hours of the prescribed course
curriculum. Students who are pursuing a second master's degree are
encouraged to investigate the doctoral programs in Higher Education.
Applicants with a prior master’s degree
The TTU Graduate Catalog states that permission to work toward a second degree of the
same level is granted only upon approval by the Higher Education Program and review by the
Graduate Dean. The applicant is subject to all requirements as a new student. While there is
no guarantee that any work from the first master’s degree may apply to the second, at least
one full year (24 semester hours) must be taken specifically for the new degree program.
Therefore, applicants with a prior master’s degree are urged to investigate the Doctoral
Program in Higher Education.
Annual Reviews
The Graduate Faculty conducts annual reviews of each enrolled student in the graduate program.
These reviews typically take place in February. Students will be reviewed according to the
guidelines established in the Satisfactory Progress Policy (See Appendix C).
As a result of this review, the Graduate Faculty will recommend one of the following:
1. Continue in the Graduate Program;
2. Continue in the Graduate Program with Conditions; or
3. Dismissal from the Graduate Program.
Continuation of Enrollment
Students who have been granted admission will be enrolled by the program in the term for which
admission is granted. Any student who fails to be registered during any one-year period prior to
graduation, and who does not have an official leave of absence from study granted by the Higher
Education Program and the Graduate School, may be required to apply for re-admission to the
program according to the procedures and standards in effect at the time of reconsideration.
Although this Handbook provides an overview of the policies, procedures, and requirements of
the Higher Education program, the Handbook cannot be viewed as having all of the answers.
Instead, students must seek answers to questions from other sources including, but not limited
to, the Higher Education program faculty, the COE Office of Graduate Studies and Research
(COE Room 105), and the Texas Tech University Graduate School. While faculty advisors are
knowledgeable about the policies, procedures, and requirements, the primary responsibility
for reading and following correct policies and procedures remains with the student, not the
faculty.
Additional Information
Orientation
Students admitted into the program must attend a mandatory onsite two-day orientation on the
campus of Texas Tech University in Lubbock, TX prior to the first semester of enrollment. Failure to
attend the orientation will result in delayed admittance or withdrawal of acceptance to the program.
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Internship
Students must complete 150 hours of supervised internship training at a site that offers
opportunities for students to engage in both group and individual higher education
administrative work. Refer to the Internship Handbook for complete details.
Comprehensive Evaluation – Capstone Project
All graduate students in the Master of Education degree program must successfully complete
a final comprehensive evaluation (capstone project).
In the case of the Higher Education Master’s Degree program, this evaluation takes the form
of the capstone project taken during the final semester of the program. The candidate must be
enrolled during the semester in which the project is completed.
The comprehensive evaluation/capstone project is a single, high-stakes assessment. It focuses
on the synthesis and application of knowledge acquired during the program of study leading to
the Master’s degree.
Satisfactory performance in course work does not guarantee successful performance on
the comprehensive evaluation.
A student who fails the comprehensive evaluation/capstone project may repeat it once after an
interval of four months or more. A student who fails the comprehensive evaluation/capstone
project a second time is denied a Master’s degree in Higher Education.
Statement of Intention to Graduate
Students must file a “Statement of Intention to Graduate” in the Graduate School as early as to
meet TTU Graduate School deadlines at http://www.depts.ttu.edu/education/studentresources/graduate/.
Financial Aid
A limited number of College of Education Graduate Research/Teaching Assistantships are
available on a competitive basis. Deadline for these awards is February 1 for the fall semester. In
addition, a number of Texas Tech University Fellowships, scholarships, work study, and other
awards are available from the Office of Graduate Admissions’ website at
http://www.depts.ttu.edu/gradschool/funding/.
Additional Information & Suggestions
Other important issues such as registration, financial assistance, ethics, and appeals procedures
are outlined in the Texas Tech University Graduate Catalog, College of Education Graduate
Student Handbook, and the Education Student Handbook.
Course Delivery
All courses are offered online.
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Appendix A
Higher Education Program
Master’s Higher Education Evaluation Rubric
Program Objective: Understanding the importance of equity and social justice, graduates of the Masters in Higher Education program use applied theories and
practical research as tools of collaborative change in their leadership positions.
Objective 1: Professional Foundations/ Higher Education Administrator Competencies (based on CAS/ACPA/NASPA Competencies) P1
Exceeds Expectations
Meets Expectations
Meets Some Expectations
Does not Meet Expectations
Communication
Demonstrates high levels of
Demonstrates written, oral,
Demonstrates written, oral,
Demonstrates written, oral,
written, oral, and visual forms and visual forms of
and visual forms of
and visual forms of
of communication and are
communication which are
communication which are
communication which are not
appropriate for the intended
appropriate for the intended
somewhat appropriate for the appropriate for the intended
audience.
audience
intended audience.
audience.
Interpersonal Skills
Projects are exceptionally
well written and organized
and connect components in a
seamless manner.
Projects are well written and
organized, and connects
components in a seamless
manner.
Communication is highly
responsive to audience
comments and questions.
Communication is responsive
to audience comments and
questions.
Articulates ideas clearly and
concisely; presented neatly
and professionally; grammar
and spelling are correct; uses
good professional style.
Articulates ideas clearly and
concisely; presented neatly
and professionally; grammar
and spelling are correct; uses
good professional style;
Consistently demonstrates
sensitivity to cultural norms
and organizational practices.
Demonstrates sensitivity to
cultural norms and
organizational practices.
Always conveys ideas and
information expertly,
frequently, and inclusively
through media and verbal and
nonverbal means.
Consistently conveys ideas
and information appropriately
and consistently through
media and verbal and
nonverbal means.
Projects demonstrate
somewhat satisfactory
organization; clear
introduction; main points are
well stated, even if some
transitions are somewhat
sudden; clear conclusion.
Responds to questions
inadequately or is not
responsive to questions.
Communication is somewhat
responsive to audience
comments and questions.
Text rambles, key points are
not organized; spelling or
grammar errors present
throughout more than 1/3 of
paper; style is inappropriate
for audience
Articulates ideas; one or two
grammar or spelling errors
per page; style is appropriate
for audience
Demonstrates some sensitivity
to cultural norms and
organizational practices.
Occasionally conveys ideas and
information appropriately and
consistently through media and
verbal and nonverbal means.
Lacks organization and some
of the main points and
conclusions are unclear.
Insensitive to cultural norms
and organizational
practices.
Seldom or never conveys
ideas and information
appropriately and
consistently through media
and verbal and nonverbal
Theory
Always listens actively to
understand, comprehend,
analyze, engage, and act.
Consistently listens actively to
understand, comprehend,
analyze, engage, and act.
Always projects confidence
and responds responsively
and tactfully.
Consistently confident and
responds responsively and
tactfully.
Demonstrates a
comprehensive understanding
of theory and its application.
Demonstrates a satisfactory
understanding of theory and
uses existing theory well.
Identifies and critically
analyzes strengths and
weaknesses of theory.
Informs the research
question.
Aligns with research question,
methods, and observations.
Knowledge and Awareness
of Contemporary Issues and
Different Perspectives
Leadership Roles and
Behaviors
Occasionally listens actively to
understand, comprehend,
analyze, engage, and act.
Occasionally projects
confidence and responds
responsively and tactfully.
Demonstrates understanding of
theory at a simple level.
Theory is minimally applied to
recommendations and solutions.
means.
Seldom or never listens
actively to understand,
comprehend, analyze,
engage, and act.
Seldom or never projects
confidence and responds
responsively and tactfully.
Demonstrates a lack of
understanding of theory at
any level.
Theory is not applied to
question or problem.
Identifies where theory works
and where it does not work
adequately.
Objective 2: Leadership, Teamwork, Collaboration and Ethical Practice in Higher Education (P2)
Uses varied sources of
Uses several information
Uses a single source of
evidence and analyzes data
sources and some data to
information and data about what
about current practices and
shape vision, mission, and
is currently occurring to shape
outcomes to shape vision,
goals with expectations for
mission and goals.
mission, and goals with high,
students and educators
measurable expectations
Clearly understands the
Demonstrates appropriate
Demonstrates limited
multiple purposes of higher
understanding of the purpose
understanding of the purpose of
education and demonstrates
of higher education and the
higher education and the
the leadership behaviors and
leadership roles needed in
leadership roles needed in
roles needed in higher
higher education.
higher education.
education.
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Uses no information and
data about what is currently
occurring to shape mission
and goals.
Appears unable to connect
decisions and behaviors to
the purpose of education
and the role of leadership in
higher education.
Teamwork & Collaboration
Ethical Considerations
Originality and Problem
Definition
Demonstrates high levels of
knowledge and ability needed
to understand how to embrace
and employ the diversity of
individuals, cultures, values,
ideas, and communication
styles.
Demonstrates appropriate
knowledge and ability needed
to understand how to
embrace and employ the
diversity of individuals,
cultures, values, ideas, and
communication styles.
Demonstrates high levels of
knowledge and ability to
develop, enhance, and
sustain teamwork and
cooperation.
.
Demonstrates high levels of
knowledge and ability to
facilitate shared problem
solving and decision making.
Demonstrates appropriate
knowledge and ability to
develop, enhance, and
sustain teamwork and
cooperation.
Possesses and reflects upon
a personal and professional
code of ethics and expects
others in the higher education
community to behave ethically
and with integrity.
Demonstrates appropriate
levels of knowledge and
ability to facilitate shared
problem solving and decision
making.
Demonstrates the basic
understanding of professional
code of ethics and
understands how to act with
integrity.
Demonstrates some knowledge
and ability needed to
understand how to embrace
and employ the diversity of
individuals, cultures, values,
ideas, and communication
styles.
Demonstrates limited or no
knowledge and ability
needed to understand how
to embrace and employ the
diversity of individuals,
cultures, values, ideas, and
communication styles.
Demonstrates some knowledge
and ability to develop, enhance,
and sustain teamwork and
cooperation.
Demonstrates limited or no
knowledge and ability to
develop, enhance, and
sustain teamwork.
Demonstrates some knowledge
and ability to facilitate shared
problem solving and decision
making.
Demonstrates no
knowledge and ability to
facilitate shared problem
solving and decision
making.
Demonstrates limited
understanding of professional
code of ethics and understands
how to act with integrity.
Makes little mention of a
personal and professional
code of ethics and rarely
uses it to reflect on actions
and decisions.
Section 3: Assessing, Proposing and Evaluating Solutions to Problems in Practice (P3)
Identification of the problem is Identification of the problem is Identification of the problem is
significant, authentic,
appropriately articulated.
poorly articulated and
interesting, and thoughtful
organized, weak attempt to
.
address the issue
Clearly states the problem in
States the problem in context
context, gives breadth, depth, and appropriately.
Problem definition is less
and insight to the issues and
interesting; has less breadth,
states why it is important.
depth, and insight
Shows understanding of the
Use of existing literature is
command over the most
Shows limited understanding of
comprehensive, thorough,
relevant literature (if
the command over the most
complete, coherent, concise,
applicable)
relevant literature (if applicable)
and up to date (if applicable)
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Identification of the problem
is poorly articulated and
organized, weak attempt to
address the issue
Does not provide or does
not put the problem in a
clear context.
Looks at a question or
problem that is trivial, weak,
unoriginal, or already solved
by the partnering institution.
Critical Thought and
Argument
Demonstrates mature critical
thinking.
Demonstrates appropriate
level of critical thinking.
Demonstrates limited critical
thinking.
The methods and techniques
to be used are clearly and
fully described and justified
per purpose and
research/evaluation questions
Uses existing methods,
techniques, or approaches in
correct manner.
Uses existing methods,
techniques, or approaches in
somewhat accurate ways.
Has a weak, inconsistent,
self-contradictory,
unconvincing, and/or invalid
argument.
Limitations of the design are
explored adequately.
Limitations of the design are not
explored with any breadth or
depth.
Methods and techniques to
be used are not adequately
described or justified.
Sustains an argument, but the
argument is not imaginative,
complex, or convincing
Discussion of the
limitations of the design is
incomplete, inappropriate,
or erroneous
Results are not presented to
the particular audience or
according to professional
scholarly practitioner
standards.
Limitations of the design are
explored at length.
Argument is focused, logical,
rigorous, and sustained.
Presentation of Findings
Misinterprets or does not
understand the literature (if
applicable)
Lacks careful thought.
Results are appropriately
presented to both audience
and according to professional
scholarly standards.
Presentation of results is
organized and transitions in a
meaningful narrative.
The selection of results
presented may be considered
as the most salient to the
study.
Tables and figures are
provided and used to
supplement explanations in
text.
Sustains an argument
appropriately and is
convincing.
Results are somewhat
appropriately presented to
either the audience or
according to professional
scholarly practitioner
standards but not both.
Presentation of results is
somewhat organized in that
the narrative progresses in a
meaningful way.
There is a selective
presentation of results that
are salient but still not
selecting the most salient.
Tables and figures are
provided yet not explained in
detail
9
Results are not appropriately
presented to the particular
audience or according to the
professional scholarly
standards.
Presentation of results is not
organized in a meaningful
narrative that transitions
smoothly.
Results presented without
reference to what may be
considered most relevant to that
particular study.
Tables and figures are neither
provided nor sufficiently
explained in text.
Presentation of results is
missing.
Results are missing.
Tables and figures are
neither provided nor
sufficiently explained in text.
Tables and figures are used
to replace explanation of
results rather than
supplement.
Results/Interpretations/
Conclusions
Provides plausible
interpretations
Provides a good summary of
results.
Interpretation is not objective,
cogent, or correct.
Interesting, surprising, and
insightful.
Context of the evaluation is
not fully reiterated in a clear
and concise manner.
Makes improper inferences.
Discusses strength,
weaknesses, and limitations.
Context of the study is
reiterated in a clear and
concise manner.
Conclusions are both tied to
empirical evidence and
explained thoroughly with
respect to the context of the
problem.
Implementation and
Contributions to the Field
Recommendations are
explained as founded in both
evidence from the data
collected and the extant
literature.
Results demonstrate
sophisticated evidence of
planning and development of
the project.
Findings are explained with
some depth according to each
research question.
Conclusions are tied to
empirical evidence but not
explained.
Recommendations are
explained with some
foundation in either evidence
from the data or the extant
literature but not both.
Results demonstrate good
evidence of planning and
development of the project.
Overstates the results
.
Summarizes what has already
been said.
Does not understand the results
or what has been done.
The explanation of
recommendations does not
clearly or coherently answer
research questions.
Results demonstrate limited
evidence of planning and
development of the project
Some recommendations work
with partial function of the rest.
Most or all of the
recommendations from the
project are more or less
functional with minor effort
needed to complete.
Many recommendations work,
some need additional work to
become viable.
Results are of interest to
collaborating partner and/or
larger community and
significantly advances the
field of higher education.
Results make a contribution to
the field of higher education.
Demonstrates skills and
knowledge of how to implement
Demonstrates skills and
knowledge
An intervention/solution to a
problem of practice at a novice
or below level.
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Results make a small
contribution to the field of higher
education.
Has wrong, inappropriate,
incoherent, or confused
analysis of problem.
Interpretation is not
objective, cogent, or correct.
Has unsupported or
exaggerated interpretations.
Does not address the
significance or the
implications of the problem
The explanation of findings
does not clearly or
coherently answer
community partner
questions.
Results do not establish
criteria for development of
the project.
Few if any
recommendations are
functional. Major areas not
started or addressed.
Results make no
contribution to the field of
higher education.
Demonstrates skills and
knowledge of how to
implement an intervention/
solution to a problem in
practice within the scope of
influence and at a high and
innovative standard.
of how to implement an
intervention/solution to a
problem in practice at an
intermediate level.
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Appendix B
Course Curriculum and Sequence
Online Master’s Curriculum
Credit
Hours
Year One
EDHE 6310: Higher Education Research Design
EDHE 5300: History of Higher Education in the United States
3 Hours
3 Hours
Spring 2017
EDHE 5332: Student Services in Higher Education
EDHE 5334: College Student Development
3 Hours
3 Hours
Summer 2017
EDHE 5313: The Comprehensive Community College
EDHE 5303: Access and Equity in American Higher Education
3 Hours
3 Hours
Year Two
EDHE 5321: The Administration of Higher Education
EDHE 5001: Budgeting and Resource Management
3 Hours
3 Hours
Spring 2018
EDHE 5341: Program Assessment and Evaluation in Higher Education
EDHE 5393: Internship in Higher Education
3 Hours
3 Hours
Summer 2018
EDHE 5001: Crisis Management & Legal Aspects of Higher Education
EDHE 5001 Master’s Capstone
Total
Fall 2016
Fall 2017
3 Hours
3 Hours
36 Hours
Appendix C
Higher Education Program
Student Progress Evaluations
All graduate students in the Higher Education Program are evaluated annually. Submission of an
Annual “Student Progress Report” is essential for remaining in good academic standing. The
Annual Progress evaluation provides the faculty the opportunity to assess and communicate the
student’s accomplishments and whether progress toward the degree is being made in a timely
manner. The report assesses course work, internship, and research productivity. The report also
captures elements of professional development and leadership. Evaluations occur after students
complete their first semester and annual thereafter.
Sample Green Light Letter
August XX, 2015
Dear Student:
On August XX, 2015 the core faculty of the Higher Education Program met to review the progress
of your entire masters cohort group. We discussed the performance of each student in
coursework, with a particular focus on writing and conceptualization skills, and examined the
progress of each student in meeting program milestones. We are pleased to report that the core
faculty believes that overall you are making good progress in your studies, and anticipate that you
will continue to advance in your educational career.
The full-time faculty noted in particular that you are thoughtful about the material presented, and
that you have completed all of your coursework to date in an outstanding manner. The faculty
particularly noted that you have been taking advantage of working with faculty outside of the
coursework and encourage you to continue that practice. Overall, the faculty felt you were making
good progress in the program.
We congratulate you on your success to date. If you have any further questions about your
review, please feel free to meet with any of us.
Sincerely,
Higher Education Program Coordinator
Sample Yellow Light Letter
August XX, 2015
Dear Student:
On August XX, 2015 the core faculty of the Higher Education Program met to review the progress
of your entire masters cohort group. We discussed the performance of each student in
coursework, with a particular focus on writing and conceptualization skills, and examined the
progress of each student in meeting program milestones.
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The full-time faculty were concerned about your academic progress to date. The faculty
encourages you to seek a writing course to help you with your writing skills. The faculty believe
this is necessary for you to successfully the capstone project. It was noted that they believe you
will be an outstanding representative of the program when you are finished and pursuing your
career options.
If you need assistance in finding a writing course, please contact your advisor. The program will
need documentation of the writing course/help you are seeking to address the issue stated above
by the end of the fall ____ semester. If you have any further questions about your review, please
feel free to meet with your advisor or me.
Sincerely,
Higher Education Program Coordinator
Sample Red Light Letter
August XX, 2015
Dear Student:
On August XX, 2015 the full-time program faculty of the Higher Education Program met to review
the progress of your entire masters cohort group. We discussed the performance of each student
in coursework, with a particular focus on writing and conceptualization skills, and examined the
progress of each student in meeting program milestones.
The full-time faculty are particularly concerned about your academic performance. The faculty
noted a weakness in your writing skills and with your understanding of quantitative methods. In
addition, we are concerned that you are not managing your time and are consistently asking for
extensions on your course work. It is necessary for you to pursue a writing course and supplement
the research courses you have completed with additional studies. It was the feeling of the
committee that you will have a difficult time passing your qualifying examination without further
effort on your part in those two areas. In addition, the faculty noted that you have not completed
one of your core courses and a grade of “I” remains on your transcript.
Because of the issues noted above, it is imperative that you make an appointment with your
advisor in the next two (2) weeks to develop a performance improvement plan. Failure to comply
with this directive may result in your dismissal from the program. This is at the discretion of the
program faculty.
If you have any questions about your review, please contact your advisor or me.
Sincerely,
Higher Education Program Coordinator
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